초등 예비교사들이 인식하는 과학 하는 공간 탐색 -들뢰즈의 리좀적 사유 관점을 중심으로-

Abstract

This study aimed to analyze images of ‘the space of doing science’, perceived by pre-service elementary teachers, according to Deleuze’s Differentiation Theory, and explore the degree of the space reaching deterritorialization and the types of rhizomatic thinking that work on the process. Thus, as research subjects, this study selected 42 pre-service elementary teachers, who had completed the course of ‘Living Things and Human Beings’ at a university of education. The research results can be summarized as below. 5 of them remained in a mechanical stage of simply listing the components of the space of doing science, while 20 of them just reproduced the existing scientific activities in the science lab or classroom. On the other hand, the remaining 17 pre-service teachers showed a process of de-territorialization where they explored new spaces, breaking away from the existing space. At this point, there were 6 types of rhizomatic thinking found in the space of doing science, connection, heterogeneity, multiplicity, de-signifiant severance, cartography and decalcomania. In particular, the thinking of connection worked so that indoor and outdoor spaces, the science lab and classroom became connected with one another, further expanding the space of scientific activities, while the thinking of heterogeneity strengthened the strong points of virtual space and real space respectively by juxtaposing and merging them. The thinking of multiplicity allowed various activities, such as discussion, observation, experiment and breeding, to appear in a form of coexistence in the same space. The thinking of de-signifiant severance was adopted to make a creative case where the music room was cut off from the existing space, further being recreated into a new science space for sound learning. Through the thinking of cartography and decalcomania, the classroom and the science lab were placed in the natural space, showing new applications added to the existing space.